Influence of Teacher-Pupil Ratio and Availability of Materials on Achievement of Grade Two Pupils in Kisiicentral Sub-County, Kenya
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Date
2020
Authors
Gwako, Mary
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Mathematical skill is fundamental for learning in school. It is the ability to solve simple
additions and subtractions. Mathematical Activities development is a process that spans
through early childhood years and it is one of the most essential capabilities children
attain as they progress through their early childhood years. Research conducted
worldwide shows that school plays a fundamental role in the development of children’s
Mathematical Activities. The purpose of the study was to investigate the causes of low
Mathematical Activities competence among lower primary school pupils in Kisii
Central Sub-county, Kisii County. The factors investigated included accessibility of
Mathematical Activities materials and teacher-pupil ratio. This study was guided by
Vygotsky’s socio-cultural theory. The researcher used descriptive survey method. The
independent variables included availability of Mathematical Activities materials and
teacher-pupil ratio. The dependent variable was Mathematical Activities achievement
levels. The study was carried out in Kisii Central Sub-County Kisii County. Target
population included grade two teachers and pupils in primary school. To select the
sample of the study, purposive and stratified random sampling techniques were applied.
The sample of the study constituted 358 grade two pupils and 90 teachers in the Subcounty. The researcher used interview schedule for class two teachers, Mathematical
Activities test for class two pupils and observation checklist to collect data. The
instruments were piloted in two primary schools. Content validity was used to test the
validity of the instruments while test-retest method was used to test the reliability of the
instruments. Data was collected in three stages. Both quantitative and qualitative
research methods were used to analyze data. Quantitative data was sorted, edited,
coded, entered, cleaned, processed, analyzed. The raw data was summarised and
presented using descriptive statistics including frequencies and percentages. To
establish the relationships between variables, inferential statistics was used utilising the
chi-square. The findings of this study showed no significant relationship between grade
two pupils’ Mathematical Activities achievement levels and pupil-teacher ratio, a
significant relationship between grade two pupils’ Mathematical Activities achievement
levels and Mathematical Activities course book ratio, no significant relationship
between grade two pupils’ Mathematical Activities achievement levels and
Mathematical Activities supplementary book ratio and a significant relationship
between grade two pupils’ Mathematical Activities achievement levels and
Mathematical Activities charts-ratio. It was recommended that Ministry of Education,
Science and Technology organize workshops for teachers to re-equip teachers with
Mathematical Activities teaching skills in turn to support learners acquire Mathematical
Activities competence skills, employ more teachers in order to reduce teacher-pupil
ratio in primary schools and enforce a policy on provision and developing teaching and
learning materials. School teachers should improve their teaching skills to help low
achievers in Mathematical Activities skills.
Description
A Research Project Report Submitted in Partial Fulfillment
of the Requirements for Award of the Degree of Master of
Education (Early Childhood Education) in the School of
Education of Kenyatta University
Keywords
Teacher-Pupil Ratio, Early Childhood Education, Kenya